The Effect of Physical and Environmental Factors of a “Child Development Center” on a Center’s Selection

Gür, Elmira Ayşe

doi:10.26687/archnet-ijar.v8i3.455

Cited by 9 publications

(4 citation statements)

References 15 publications

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“…Our study found that children with visual impairment perform indoor activities, such as ADL, more easily than outdoor activities, likely due to the controlled and familiar indoor environment. Similarly, other studies have shown that the environment plays a significant role in the vision-related tasks of children with visual impairment, particularly when tasks involve senses other than vision, such as touch (Leffert and Jackson, 1998;Gur, 2014).…”

Section: Discussionmentioning

confidence: 76%

Vision-related tasks in children with visual impairment: a multi-method study

et al. 2023

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ObjectiveFunctional Vision (FV) is vital for the successful growth of children with visual impairment. However, tasks related to measuring FV have not been thoroughly studied for this population. To address this gap, this study seeks to establish a comprehensive set of vision-related tasks that consider both the difficulty levels of activities and the ages of children with visual impairment.MethodsThis study utilized a sequential multi-method design, including a scoping review, a qualitative content analysis, and a focus group. Firstly, a scoping review was conducted to identify vision-related tasks based on the literature. Then, to contextualize the vision-related tasks, a qualitative content analysis was carried out. Subsequently, a focus group was conducted to categorize the identified tasks based on their difficulty levels and the children’s level of dependency. We utilized the directed content analysis method to analyze the data, using the occupational domain of the Occupational Therapy Practice Framework 4th edition (OTPF-4) as the primary framework.ResultsDuring the review phase, which included 22 studies, and the interview phase, which involved 16 participants, a total of 95 and 85 vision-related tasks were identified, respectively. These tasks were then categorized into 17 activities and five occupations, which included activities of daily living (ADL), instrumental activities of daily living (IADL), education, play, and participation in social activities. Among these occupations, ADL was the easiest, while participation in social activities was the most challenging. Finally, the tasks were arranged based on their difficulty level for children with visual impairment.ConclusionA comprehensive list of vision-related tasks has been developed based on the difficulty level of the tasks and the degree of dependency of children with visual impairment. This list can be used to develop standardized instruments for assessing FV in children with visual impairment.

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Section: Discussionmentioning

confidence: 76%

Vision-related tasks in children with visual impairment: a multi-method study

et al. 2023

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“…It is necessary to know the physiological developments affecting the behavior of the child both directly and indirectly (Yavuzer, 2000). The socio-emotional development of the child in relation to his/her physical development is related to variables such as self-confidence, safety and comfort, interaction with the environment and definition of gender (Gur, 2014).…”

Section: Child Cognitive Development and Spatial Perceptionmentioning

confidence: 99%

“…Educational structures significantly affect students’ learning abilities, aspirations and motivation (Cole, 2011; Fisher and Dovey, 2016). In this context, the school enables the child to create different interactions in order to understand the child’s own self and to offer a social environment for interpersonal relations (Levin, 1980; Rubin, 1998; Gur, 2014). It is thought that the spatial experience of the child is important, as the educational buildings are the foremost places where this process develops.…”

Section: Primary School As a Physical Environment And Child’s Spatial Perceptionmentioning

confidence: 99%

Effects of primary school’s physical environment on children’s spatial perception and behavior

Türel

Gür

2019

ARCH

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Purpose The relationship between the child and his/her physical environment is an area of interaction that includes social, psychological and cultural factors along with the spatial experience, perception and behavior of the child. This study is based on the effects of spatial perception and behavior of the child within the physical environment of primary schools. In this direction, the purpose of this paper is to investigate how spatial and physical characteristics of primary school typologies affect the spatial perception and behavior of the child. Also, the parameters affecting spatial perception and behavior are examined. Design/methodology/approach The question to be investigated is how the spatial and physical characteristics of the school’s physical environment affect the child’s spatial perception and behavior in primary schools with different typologies. Within this scope, Istanbul’s Kagithane region is selected as a case study. Schools are chosen for their similar spatial and dimensional features and similar socio-economic environment. The methodology of the study consists of a literature review, an observational study carried out to discover the interaction between the child and his/her school building and the analysis of the student’s cognitive maps. These maps were evaluated according to topological, projective, metric and imaginative parameters. Findings The results show spatial organization and physical characteristics of primary school buildings with a structure that allows for change and transformation, and contributes to the physical and cognitive development of children. Originality/value This study will provide an opportunity to develop the design of future primary school buildings that can support the spatial perception and spatial experiences of the children.

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“…Many governments and stakeholders around the world have put forward their focus on children's development, learning opportunities, and healthy living. Each country has preliminary school education regulations and has been a subject considered in a systematic education system [1]- [3]. Looking at the global scale, the UNESCO Incheon Declaration and Framework for Action 2030 underline the endeavour of Sustainable Development Goal (SDG) 4 for education to ensure that everyone has access to quality education, a safe learning environment and given a chance to learn throughout their lives.…”

Section: Introductionmentioning

confidence: 99%

Kindergarten physical setting guidelines: A review from indoor air quality perspectives

Zakaria,

Mahyuddin,

Mohd-Sahabuddin

2023

E3S Web of Conf.

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The kindergarten’s indoor air contained a number of pollutants, including total volatile organic compounds, particulate matter, carbon monoxide and insufficient ventilation with high carbon dioxide levels, which exceeded the indoor air quality (IAQ) guideline. The presence of these pollutants is caused by various factors including inappropriate physical setting. Indisputably, authorities throughout the countries provide guidelines for designing kindergartens' spaces, however it is limited to general explanations and only guided by early education compliance. It is vital to determine which kindergarten regulations may contribute to poor IAQ. This paper explores national kindergarten physical setting guidelines and how it affects IAQ. A document analysis method was used to determine the characteristics and differences between kindergarten guidelines. Firstly, the composition of each kindergarten guideline was itemised. Then, the study was conducted by making comparisons of the identified items. All the criteria were further reviewed from IAQ perspectives. This study was conducted on guidelines in Australia, Canada, the United States, Singapore and Malaysia. There are five physical setting requirements that influence IAQ : minimum indoor space required per child, sleep area, kitchen and food preparation area, ventilation requirements and furniture and finishes. All activities happen in this microenvironment contribute to IAQ, which is also affected by the ventilation system, furniture and finishes selection. It can be concluded that there is still room for improvement in existing guidelines by taking into account the indoor air perspective. Aside from the main function of kindergarten to provide education, the physical setting of kindergarten also plays a significant role in the growth and health of chidren.

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The Effect of Physical and Environmental Factors of a “Child Development Center” on a Center’s Selection

Cited by 9 publications

References 15 publications

Vision-related tasks in children with visual impairment: a multi-method study

Vision-related tasks in children with visual impairment: a multi-method study

Effects of primary school’s physical environment on children’s spatial perception and behavior

Kindergarten physical setting guidelines: A review from indoor air quality perspectives

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